« Reply #1 on: September 10, 2011, 06:53:37 AM »
More follow on.
CMdeux
And, just to be perfectly clear....
such an 'assessment' is probably not something that can, say..... wait until a nurse can travel from a neighboring school half an hour hence.
Hell, given what that MAP shows... half an hour? In a place like Malheur county? HA. Try two hours.
One more question that I have, however.... is regarding what may be considered LRE and FAPE.
Can a school mandate that a medically fragile child be sent elsewhere for services (such as a full-time nurse)? Even if that is outside of the neighborhood school?
Doesn't that deny LRE for the child and for the family? (They are no longer afforded inclusion in their neighborhood school as a result... and may be forced to bear an undue burden in terms of transportation to and from extracurricular activities/conferences/etc.)
What if such a placement decision is unanimous? Or parent-directed? Is it still a denial of FAPE/LRE?
I think this is perfectly analogous to having a child not ride the school bus or purchase a school-provided lunch. If we as parents choose that for our children as the BEST option... are we saying that it is by definition 'LRE' as we see it? Or are we denying them LRE because of our inability to get adequate accommodations from the school?
Just musings on my part. Probably don't even belong in this thread... but hey. I'm hiding this here where it is less likely to draw unwanted attention. For now.
Some related links...
Technical asst on placement and LRE, 2006
(That one is good.)
http://www.ode.state.or.us/policy/federal/idea/policyproced/05lre.doc
Another excellent find...
http://www.ode.state.or.us/wma/schoolimprovement/accountability/monitoring/2008/indicatorb5lre.ppt#276,6,District Responsibility: Placement Decision & LRE
(check out the fifth page into the presentation... about what should be considered a priority for placements which meet LRE...)
"Is as close as possible to the child's home."
"In selecting the LRE, consideration is given to any potential harmful effect on the child or on the quality of services that he or she needs."
Just found something.... wonderful... at Wrightslaw...
In this regard, two points should be stressed. First, there is no quantifiable standard by which to apply the "substantially limits" test. Second, to determine whether a student's learning is substantially limited, schools need to consider more than the student's grades. Both academic and nonacademic activities need to be considered. For example, if a student with diabetes is barred by the school from participating in class trips because of the impairment, the student's learning is "limited."
Interpreting Section 504's coverage too narrowly has resulted in many districts being found out of compliance for failure to identify students protected solely by Section 504.
From Section 504 and IDEA 97]
« Last Edit: March 12, 2013, 06:37:53 AM by ajasfolks2 »
Logged
Is this where I blame iPhone and cuss like an old fighter pilot's wife?
**(&%@@&%$^%$#^%$#$*& LOL!!